scholarly journals “BERBAUR TAPI TIDAK LEBUR”: MEMBENTUK DAN MEMPERTAHANKAN IDENTITAS RELIGIUS PADA MAHASISWAAKTIVIS DAKWAH KAMPUS (“Mixing but not melting”: Forming and Maintaining Religious Identity among Islamic Activists on Campus)

2012 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Muhammad Syafiq
Keyword(s):  
Higher Education ◽  
Identity Formation ◽  
Social Relations ◽  
Religious Identity ◽  
Phenomenological Method ◽  
Structured Interviews ◽  
Muslim Students ◽  
Student Activists ◽  
Minority Community ◽  
Movement Data

This study aimed at revealing how religious identity is formed and maintained among Islamic student activists in higher education. The implications of the religious identity on their social relations to other students and larger society were also discussed. A qualitative approach with a phenomenological method was employed. Four participants were recruited based on their long engagements in Da'wa movements in campus and significant roles they played in the movement. Data were collected through semi-structured interviews. The results show three dominant themes, namely motivation to join the Da'wa movement, the process of religious identity formation, and strategies to maintain the identity. In general, this study concluded that the initial factors that encourage the participants' involvements in Da'wa movement in higher education is the desire to feel an emotional bond of kinship based on religious values. After joining the movement, most participants developed their self-perception as a 'minority' with all its consequences. Furthermore, the need to recruit as many common Muslim students as possible for joining in their 'minority community' raise the tension between maintaining their 'exclusive' identity or answering the requirement of making relations inclusively in order their religious messages to be received by wider students.Abstrak: Penelitian ini bertujuan untuk mengungkap bagaimana identitas religius aktivis dakwah kampus terbentuk, strategi untuk mempertahankan identitas tersebut, dan apa implikasinya dalam interaksi sosial aktivis dakwah. Penelitian ini menggunakan pendekatan kualitatif dengan metode fenomenologi. Subjek penelitian ditentukan secara purposif dengan mempertimbangkan lama keterlibatan dan peran yang dimainkan dalam gerakan dakwah kampus. Data dikumpulkan melalui wawancara semi-terstruktur. Hasil penelitian ini menunjukkan tiga tema dominan, yaitu motivasi bergabung dalam gerakan dakwah, pembentukan identitas aktivis dakwah, dan strategi mempertahankan identitas. Secara umum penelitian ini menyimpulkan bahwa faktor awal yang mendorong keterlibatan partisipan dalam gerakan dakwah adalah keinginan untuk merasakan ikatan emosional kekeluargaan yang dipersepsi sebagai 'tanpa pamrih' karena berlandaskan nilai religius. Stelah menjadi anggota komunitas dakwah, para partisipan mengembangkan persepsi diri mereka sebagai 'minoritas' dengan segala konsekuensinya. Selanjutnya, motivasi untuk mengajak sebanyak mungkin mahasiswa lain untuk bergabung dalam komunitas minoritas tersebut membuat  para aktivis dakwah berada dalam ketegangan antara tetap menjaga identitas 'eksklusif' dengan tuntunan untuk bergaul luas secara inklusif agar pesan dakwah bisa diterima.

Comparative Associations Between Achieved Bicultural Identity, Achieved Ego Identity, and Achieved Religious Identity and Adaptation Among Australian Adolescent Muslims

2017 ◽  
Vol 121 (2) ◽  
pp. 324-343 ◽  
Author(s):  
Hisham M. Abu-Rayya ◽  
Maram H. Abu-Rayya ◽  
Fiona A. White ◽  
Richard Walker
Keyword(s):  
Identity Development ◽  
Identity Formation ◽  
Religious Identity ◽  
Cultural Adaptation ◽  
Psychological Adaptation ◽  
Ego Identity ◽  
Self Report ◽  
Bicultural Identity ◽  
Muslim Students ◽  
Identity Based

This study examined the comparative roles of biculturalism, ego identity, and religious identity in the adaptation of Australian adolescent Muslims. A total of 504 high school Muslim students studying at high schools in metropolitan Sydney and Melbourne, Australia, took part in this study which required them to complete a self-report questionnaire. Analyses indicated that adolescent Muslims’ achieved religious identity seems to play a more important role in shaping their psychological and socio-cultural adaptation compared to adolescents’ achieved bicultural identity. Adolescents’ achieved ego identity tended also to play a greater role in their psychological and socio-cultural adaptation than achieved bicultural identity. The relationships between the three identities and negative indicators of psychological adaptation were consistently indifferent. Based on these findings, we propose that the three identity-based forces—bicultural identity development, religious identity attainment, and ego identity formation—be amalgamated into one framework in order for researchers to more accurately examine the adaptation of Australian adolescent Muslims.

“You haven’t gone out and done anything”: Exploring Disabled Veterans Experiences in Higher Education

2021 ◽  
pp. 0095327X2110639
Author(s):  
Steven P. Cassidy ◽  
Heather Albanesi
Keyword(s):  
Higher Education ◽  
Qualitative Methods ◽  
Social Relations ◽  
Military Service ◽  
Traditional Students ◽  
Structured Interviews ◽  
Disabled Veterans ◽  
Comfort Levels ◽  
The University ◽  
The Impact

Through the analysis of 24 in-depth, semi-structured interviews, this study explored the process through which disability affects veterans’ experiences in the university classroom and their social relations with traditional students. Using inductive-exploratory qualitative methods, this study builds upon the sociological understanding of veterans’ experiences in higher education. Findings from this study tentatively suggest that while disability related fear/hypervigilance, stigma, and anxiety significantly impact veterans’ comfort levels when engaging with traditional students, veterans also externalize the impact of their disability as a social artifact of their military service. More research is needed to determine if the interaction of disability and artifacts of service decreases veterans’ ability to integrate well with traditional students in classroom settings.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

Addressing employability challenges of business graduates in Bangladesh: Evidence from an emerging economy perspective

2021 ◽  
Vol 30 (2) ◽  
pp. 83-94
Author(s):  
Mahi Uddin
Keyword(s):  
Higher Education ◽  
Emerging Economy ◽  
Education Sector ◽  
Quality Education ◽  
System Quality ◽  
Structured Interviews ◽  
Quality Teachers ◽  
Business Graduates ◽  
Graduate Employability ◽  
Skill Gaps

This study aimed to explore and address the employability challenges of business graduates in the higher education sector in Bangladesh. Data were collected through semi-structured interviews and analysed applying thematic analysis (N = 35, 77% male, mean age = 34 years). Findings revealed that skill gaps, lack of quality education system, quality teachers, industry-university collaboration, backdated course curriculum, and corruption are important challenges for graduate employability in Bangladesh. The study suggests improving communication skills, updating course curriculum, curbing institutional corruption, limiting student-teacher politics, hiring and promoting quality teachers, and industry-university collaboration as strategies to improve graduate employability. The findings may help employers, managers, graduates, academics, and policymakers in the higher education sector to identify and address graduate employability challenges in an emerging economy such as Bangladesh.

scholarly journals Teaching innovations in Asian higher education: perspectives of educators

2018 ◽  
Vol 13 (2) ◽  
pp. 179-190 ◽  
Author(s):  
T.M. Wong
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Higher Education Institutions ◽  
The Other ◽  
Asian Countries ◽  
Structured Interviews ◽  
Content Type ◽  
Advanced Technologies ◽  
The Many

Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.

scholarly journals Organizational Change Management in Higher Education through the Lens of Executive Coaches

2021 ◽  
Vol 11 (6) ◽  
pp. 269
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Organizational Change Management ◽  
Executive Coaches ◽  
Leadership In Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders

This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).

scholarly journals Socio-Educational Factors to Promote Educational Inclusion in Higher Education. A Question of Student Achievement

2021 ◽  
Vol 11 (3) ◽  
pp. 123
Author(s):  
Mª del Mar García-Vita ◽  
Marta Medina-García ◽  
Giselle Paola Polo Amashta ◽  
Lina Higueras-Rodríguez
Keyword(s):  
Higher Education ◽  
Risk Factors ◽  
Academic Achievement ◽  
Direct Impact ◽  
Structured Interviews ◽  
Sexual Diversity ◽  
Educational Perspective ◽  
High Level ◽  
Educational Inclusion ◽  
Diverse Groups

Psychosocial factors have a direct impact on the academic achievement of university students, especially when they belong to diverse human groups. This article shows the results of a project developed in a Colombian university with the aim of finding out the identity traits, situations of discrimination, and risk factors faced by students belonging to diverse groups. The research is qualitative, exploratory, and descriptive, approached from a social and educational perspective. Semi-structured interviews were conducted with 15 students. The high level of identification with the group is visible in stufuigureents with affective-sexual diversity, gender identity and ethnic-cultural diversity, considered to be the most discriminated-against populations. Risks in the labor, educational, social, and family spheres are the most frequent.

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